Dyscalculia

Judy Hornigold | View as single page | Feedback/Impact
Dyscalculia
Evidence
Background
Identification
Dyscalculia friendly classroom teaching
Signposting for further intervention/assessment
Case studies
Websites
What is dyscalculia
Pre-school Identification
Top ten tips for teaching children with dyscalculia
Seeking further advice
Links to case studies
Links to dyscalculia handbook
Definitions of dyscalculia
Primary level identification
Whole school approaches and SEND code of practice
Specialist teacher support
References
The impact of dyscalculia
Secondary level identification
Supporting dyscalculia
Exam provision
What causes dyscalculia
Identification for adults
Supporting dyscalculia pupil with words problems
Co-occurring difficulties
Online screeners and profiler
Dyscalculia resources
Current research into dyscalculia
Assistive technology
Effective interventions
Continuing professional development
Strength of Evidence
Transferability
Editors' Comments
Areas for further research
Online community

Seeking further advice

When a pupil fails to thrive or make progress in spite of receiving a well-founded intervention programme, or when a screening test indicates a high probability of dyscalculia, a full diagnostic assessment should be considered.

Diagnostic assessments should always be conducted by a properly qualified, certified assessor. This will be either an Educational Psychologist or an AMBDA qualified specialist teacher. For advice on finding an assessor in the UK, see the BDA website or the PATOSS Tutor/Assessor Index.

Assessments are provided by the BDA Dyslexia Action and PATOSS

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